Activity

Report on a Presentation at the 32nd Annual Meeting of the Japan Society for Educational Technology 2016
"Adaptive Testing for Measuring Critical Thinking Ability"

On September 17, 2016, I attended the 32nd Annual Meeting of the Japan Society for Educational Technology 2016 at the Toyonaka Campus of Osaka University to give a presentation entitled, "Adaptive Testing for Measuring Critical Thinking Ability." I presented the results of our experiment conducted in Advancement of Testing Technology.
 
As we are surrounded by so much and varied information in our society today, we need to thoroughly examine all this information and understand every content systematically for accurate decision-making. This is why critical thinking is essential. Critical thinking is an ability and intention to think logically and carry out reasonable decisions without being confined by prejudice (Wakayama, 2009).
 
Testing formats today have undergone significant changes from handwriting testing to multiple-choice testing, computer-based testing (CBT) and computerized adaptive testing (CAT). There is also Item Reaction Theory (IRT) that can stochastically calculate the difficulty level and discriminability of examination problems based on answers given by experiment participants. Because IRT can calculate difficulty level and discriminability regardless of examined items or examinee groups, we can evaluate examinees on the same scale even for different examination problems. CAT is a testing method that instantly calculates the ability of each experiment participant with high accuracy based on their answers and promptly selects the most appropriate problems for follow up testing in a consecutive way. This enables us to evaluate examinees with the same standard even if they take the same tests several times. CAT has already been used for TOEFL, IT Passport and SPI.
 
The purpose of this research is to verify the effectiveness of CAT for critical thinking and to develop this testing by creating a group of problems for critical thinking (item bank). As a result of a simulation that used data from 736 college/university students, we confirmed that testing for critical thinking using CAT can estimate ability values more quickly and accurately than testing by random numbers.
 
 
Reference:
Linn, Robert L. "Educational Measurement," translated by Hiroshi Ikeda et al. (1992). The Center for the Study of Learning
Wakayama, Noboru. (2009). "Effects of Critical Thinking Class Education at Universities," Journal of Japan Association for College and University Education, 31(1).
 
 
(Noboru Wakayama, CRET Researcher)

Noboru Wakayama

CRET Researcher / Associate Professor of Faculty of Law, Teikyo University

Hobbies: Hot springs, swimming, travelling, and taking walks

I think critically, asking, "Is that really true? Why can it be true?"
My research theme is critical thinking.

dissertation

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Areas of Reasearch in CRET

This laboratory conducts research on test evaluation and analysis. We also perform joint research and exchange programs with overseas testing research institutes.







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This laboratory conducts research and development into testing approaches that measure communication skills, teamwork skills, and social skills, etc.

Dr. Atsushi Aikawa

Professor,
Faculty of Human Sciences,
University of Tsukuba
Ph.D. in Psychology

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This laboratory conducts research on the foundation of computer-based testing, and basic research on media and recognition, as well as applied and practical research
that utilize such knowledge.

Dr. Kanji Akahori

Professor Emeritus of
Tokyo Institute of
Technology

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